The motivation and teaching strategies in pre-service physical education teachers

Singha Tulyakul, Amonwan Werathummo, Hareesol Khun-inkeeree, Witsanu Rotsuwan, Ratchaneekorn Reudhabibadh


Coronavirus disease 2019 (COVID-19) pandemics significantly affect teaching and learning. Especially physical education teaching that emphasizes practice in the field or large space. On the other hand, physical education classes must do online teaching, which leads to students not being interested in learning. This reason affects the teacher's motivation, making most teachers bored to teach without motivation. Specifically, in the pre-service physical educators who have low experience in teaching and leads to unenjoyed in their class. Consequently, pre-service physical educators need to find new strategies to teach students to be of greater interest. Thus, this study examined the relationship between teachers' motivation (intrinsic and external motivation) towards teaching strategies among pre-service physical educators. The instruments were regarding teachers' motivation in terms of intrinsic and external motivation and teaching strategies. The respondents were 157 pre-service physical educators in five universities in the border provinces of Southern Thailand. The result showed that there is a relationship between intrinsic and external motivation towards teaching strategies among the participants. These results provide guidelines for pre-service physical educators to improve their teaching and enhance students' achievement in the future through online physical education classes.


Intrinsic motivation; External motivation; Teaching strategies; Physical education

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Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by Intelektual Pustaka Media Utama (IPMU) in collaboration with the Institute of Advanced Engineering and Science (IAES) and Universitas Ahmad Dahlan (UAD).

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